This is the English language contents page for E&SD 15(2)
Dinara Bisimbaeva
Editorial. Writing a literature review: A simple task might be arduous? 6
Irina E. Abramova, Anastasia V. Ananyina, Olga M. Sherehova, Elena P. Shishmolina
Overcoming Barriers in Teaching EFL to Non-Linguistic Students 10
Nguyen Thi Kim Dung, Nguyen Hoang Doan Huy, Nguyen Thi Hang, Duong Thi Thuy Ha
Self-perception of teachers and managers of the impact of teachers’ professional development in Vietnam 21
Yuliia A. Sydorenko
Problem of perception of belles-lettres works with mythological structures by high school students 31
Marina E. Valullina, Alisa R. Khalfieva
Affective-cognitive Aspects Dynamics of a New Information Perception Experiencing on the Classes by High School Students and University Students 42
Renad I. Zhdanov, Roman V. Kupriyanov, Dzhamilia R. Nugmanova, Milyausha Ya. Ibragimova, Vladimir G. Dvoenosov
Interrelationship between anxiety and strategies of coping with exam stress: the role of gender, physiological indicators and sports 57
Yana B. Emelyanova
Overcoming difficulties in reading academic articles in a foreign language: designing and running a training workshop 74
Inna B. Avakyan
Self-development as a factor in the readiness of university teachers for innovation 88
Irina V. Arendachiuk
Subject and activity-related determinants of the student youth’s educational and developmental activity 103
What makes a scientific paper good? I believe everyone has an answer or at least an assumption. The variations in answers are contingent on firsthand experience. The feed- back that we receive from reviewers and editors when we submit our papers to journals may help informing our opinion. When specialists scrutinize our manuscripts or when we act as reviewers ourselves, what part of work is of great importance to us? We tend to pay a special attention to methodology, results and discussion sections. Therefore, au- thors endeavor to present rigorous methods, valid and reliable results, and strong discus- sion points. But what about the literature review? Are we sufficiently critical of it?
The transition to the knowledge-based economy requires a new generation of professionals with a complex set of skills and competencies. These include English language skills, which will help them to merge into the international professional community. One dimension of this challenge is finding effective unconventional approaches to mass EFL (English as a Foreign Language) teaching for non- linguistic university students, to increase their motivation, interest in learning English, and their willingness to use this foreign language actively by lowering communication barriers.
In this study, we investigate the effectiveness of an experimental EFL teaching and learning framework, aimed at helping non-linguistic majors students to develop an English communication competence through an artificial bilingual environment. Statistical analysis and comparison of the results of the students’ surveys suggest that using more unconventional activities and a strong focus on students’ social interactions, interdisciplinary language activities and heterogeneity of study groups, builds students’ intrinsic motivation, removes communication barriers and increases the need to use English in real life.
The professional development of teacher is an indispensable requirement for a quality education system. This has been demonstrated not only by global innovative education but also by Vietnam’s educational development trends. This study was conducted among 293 teachers and managers at high schools in Vietnam. It aims to explore the formats that teachers used to improve their professional development, the frequency of using these formats and teachers’ self-assessments about their impact on professional developments. The findings revealed that high school teachers involved themselves in reading, and conducting or participating in research. Teachers expressed their view that professional development based on school’s characteristics or on creating a learning community within a school had the highest impact on professional development.
This article examines the perception of belles-lettres works with explicit mythological structures in Ukrainian literature by senior secondary school students. The integral perception of a belles-lettres text depends on the students’ understanding of the author’s mythological figurative language. The aim of the research is to define the problems of children’s perception of mythological structures by classification into levels, and further to propose some ways for improving intelligibility of such texts. The experimental work involved analysis and synthesis, a study of curricula and belles-lettres, and diagnostic questioning. The research was carried out during the academic years 2017- 2018 with 208 pupils in three general education institutions. The analysis corroborates the working hypothesis about the complicated nature of knowledge about the specificity of world outlook within the frame of a certain mythological system.
There is a need to develop new psychological and pedagogical methods that improve the quality of learning new information, and take into account the individual personal characteristics of students. This article explores the changes in the structure of the relationships between cognitive states and emotional experiences during lessons where the new teaching material is perceived by the students as easy to understand and when the new information seems difficult. A survey was conducted with 60 high school students and 45 third-year students at KFU. The study showed the general psychological regularities of individual cognitive states and the emotional dynamic. It established a relationship between the time factor, the subjective evaluation of the quality of perception of new information and the general emotional well-being in high school students and students. The conclusions provide a basis for the new strategy for the provision of educational information.
The project studied the factors influencing the choice of students’ adaptation coping strategies for exam stress, namely, gender, physiology, anxiety, and sports. The study involved 139 healthy boy and girl student volunteers, both athletes and non-athletes, in their 1st and 2nd year of studies, aged between 18-22 years. It was conducted during the examinations with informed consent in accordance with the protocol № 6.26.06.2018, approved by the Local Ethics Committee. Stable relationships between anxiety and a number of physiological parameters were found: blood biochemistry, hormones and the functional state of the respiratory system. It showed that neither regular physical activities (sports) nor physiological parameters, affect the choice of coping strategy in the stressful situation of the exam and are not related to personal anxiety. Statistically significant differences were also found in the severity of reactive and personal anxiety in boys and girls, who used a number of coping strategies: “search for social support”, “acceptance of responsibility”, “flight-avoidance”. The article shows the correlation dependences between anxiety and physiological parameters and anxiety and coping strategies. The phenomenon of anxiety under examination stress is apparently a link between physiological parameters and behavior.
Students in degree programmes are required to read primary research literature and analyse information provided in those articles. However, reading a scientific paper can be a challenging task associated with difficulties which affect students’ ability to read academic articles effectively and decrease their motivation. Consequently, students find it difficult to make sense of scientific literature and experience frustration when reading research articles. This article proposes a typology of difficulties associated with reading academic articles based on the analysis of previous research studies in the field. It describes a training workshop designed for second-year undergraduate students in a Bachelor of Arts degree in Management. The workshop is aimed at teaching students to use a number of strategies for increasing reading speed, learning to navigate the text and improving reading comprehension. The workshop outcomes suggest that the students have acquired new reading techniques, developed a deeper approach to reading, learned to search for specific information and become more confident readers.
The purpose of the article is to identify the internal and external factors for the development of innovative readiness of university teachers. The hypothesis is that there is a factor, ‘striving for self- development,’ which affects the level of development of innovative readiness of university teachers. Empirical research was carried out using the one-sample λ-Kolmogorov-Smirnov criterion, discriminant analysis, the linear regression method, and the method of principal components of factor analysis. and diagnostic methods. Assessments included the socio-psychological climate in a team, diagnostics of the level of self-development and professional-pedagogical activity, and a questionnaire on staff readiness for innovation. The study involved 2036 teachers from nine universities in Russia. The factors influencing the dynamics of development of innovative readiness of teachers (represented in the factor model) were identified as: the socio-psychological climate (an external factor), and striving for self-development (an internal factor). The data also show linear relationships between innovation readiness and the level of self-development, innovation readiness and the socio-psychological climate, the level of self-development and the socio-psychological climate.
The study identified a fairly favorable socio-psychological climate in all university pedagogical teams. This is considered to be a condition for self-development, self-realization and teacher self- improvement in innovation activities. The study of such indicators as the desire for self-development, emotional, motivational, cognitive, personal (instrumental), organizational readiness allowed us to determine the level of innovative readiness of the teaching staff we surveyed. We concluded that optimizing the socio-psychological climate in the teaching staff of higher educational institutions creates a favorable condition for the mobilizing the innovative potential of the university, the development of creative thinking, motivation for success, and flexibility of behavior in innovation. The results can be used by psychologists, teachers, heads of departments in the process of organizing, planning and implementing innovative technologies in the pedagogical practice of the university.
The perspectives of modern society’s development depend largely on education and self- development related activity in the younger generation. However, the subjective and activity-related determinants of this type of activity have not yet been thoroughly studied. The purpose of this study is to identify subjective and activity-related characteristics which determine students’ educational and developmental activity. The study was conducted on a sample of 229 students aged 15-25 years old, in general, secondary, vocational and higher education. It used four established instruments. K.M. Sheldon’s Self-Determination Scale modified by E.N. Osin, E.N. Volkova’s and I.A. Seregina’s Questionnaire for studying subjectivity structure, M.A. Shchukina’s “Personal subjectivity development level” technique, and E.Yu. Mandrikova’s Activity self-organization questionnaire. A further questionnaire was developed by the author, to determine the level of manifestation of personal educational and developmental activity and its relation to the characteristics which are performed to implement the activity. It was found that young people who exhibit a high level of educational and developmental activity demonstrate subjectivity, conscious activity, freedom of choice and personal responsibility to a greater degree, when it comes to their behaviour strategies. These individuals have better developed skills for organizing their activities, which are conditioned by purposefulness, and other characteristics related to implementing this type of activity. It has been shown that depending on age, the correlation between subjective and activity-related characteristics changes. Some of the characteristics grow and stabilize, while others regress and change. This is especially visible in subjective factors. It has been discovered that predictors of students’ educational and developmental activity are the characteristics related to that activity; the impact of subjective factors is minimal. These conclusions are supported by statistical analysis of data. The study materials can be applied nature and used for organization of young people’s educational and developmental activity taking into account their age-related peculiarities.